Name: Nikki Richard & Aaron
Keenlance
TWS
Essential Element Lesson Plan
Date: 3/27/14
Lesson Title: 3-D Geometry
Grade Level: 7th Grade
Curriculum Standards
Focus Question/Big Idea/Goal
Students will understand the importance
of craftsmanship and find ways to apply
mathematics to the tangible world.
Math 7 G. 6 Solve real-world and mathematical
problems involving area, volume and surface
area of two and three-dimensional objects
composed of triangles, quadrilaterals, polygons,
cubes and right prisms.
8. G. 9 Know the formulas for the volumes of
cones, cylinders, and spheres and use them to
solve real-world and mathematical problems.
Art C. 8. 7 Understand the natural
characteristics of materials and their possibilities
and limitations.
E . 8. 4 Communicate complex ideas by
producing visual communication forms useful in
everyday life, such as, sketches, diagrams,
graphs, plans, and models.
Lesson Objective: objectives must be
Materials and Resources:
Fold patterns for shapes
Introduction Video
Formulas Reference Sheet
Scissors
Glue
Paper/Pencils
Rulers
Calculators
Drawing paper
Time Frame:
30 minutes
Rationale/Theoretical Reasoning
“Varied and appropriate instruction
includes...integrated experiences that
address students’ own questions and focus
on real-life issues relevant to students;
active engagement in problem
solving...constructivism; hands-on
activities even in subjects that are
primarily abstract…”
Wormeli, R. (2003). Day one & beyond:
Practical matters for new middle-level
teachers. Portland, Me: Stenhouse
Publishers.
Rationale/Theoretical Reasoning
measurable TWS will…(learning behavior
from Bloom’s verbs, DOK)
“...students may need concrete material such as
labratory experiences, simple demonstrations,
blocks and other relevant apparatus in order to
comprehend an idea or task...We need not place
the highest priority for all on abstract and verbal
ways of instruction.” Pg. 6
Bloom, B. S. (1968). Learning for Mastery.
Instruction and Curriculum. Regional
Education Laboratory for the Carolinas and
Virginia, Topical Papers and Reprints,
Number 1. Evaluation comment, 1(2), n2.
TSW identify the importance of
craftsmanship through successfully
constructing 3D shapes before the end of
class.
TSW apply mathematics formulas to
calculate perimeter, volume, and area of
the geometric shapes they constructed with
100% accuracy.
TSW recognize the effects of shading by
producing a drawing of their arranged
shapes by the end of the next class period.
Academic Language: What is the key
language demanded? What academic
language will you teach or develop? What
is the key vocabulary and or symbols?
What opportunities will you provide for
student to practice content language/
vocabulary and develop fluency?
Students will need to use math vocab while
calculating with formulas.
Assessment /Evaluation:
Formative: How will student demonstrate
understanding of lesson objective(s)? How
will you monitor and or give feedback?
Math: Observe student ability to apply
different formulas in order to solve
problems. Specific higher order thinking
Students will use art vocab in the discussion
and creation of the drawing.
Key terms: surface area, volume,
perimeter, value in shading, craftsmanship,
square units, cubic units.
How will feedback promote student
understanding?
questions.
Summative: What evidence will you
collect, and how will it document student
learning/mastery of lesson objective(s)?
Math: End of unit test will verify student
understanding of applying different
formulas to calculate volumes.
Art: Monitor by level of craftsmanship of
3-D object construction and effort during
drawing by observation during class. Will
ask questions regarding work and will rate
level of effort by provided scale. The
feedback given will be in the form of the
scale and verbal responses to class
discussions. This will provide the student
with an idea of their progress in class and in
the lesson and will therefore promote their
understanding.
Art: Collect final shading drawings and
assess by a rubric
Instruction:
Set Motivation/Anticipatory Set:
Begin lesson with short introduction video
about geometric shapes.
Have assembled examples of shapes out
when students arrive. This will make them
wonder what the lesson will be.
Introduce the lesson as a way to apply math
and art/construction to the real world. Talk
about the tangibility of the objects and ways
these formulas can be used in other life
situations (construction, remodeling, or
even creating sculptures).
Instructional Procedures/Learning
Tasks: Provide specific details of lesson
content and delivery based on student’s
prior knowledge, strengths, and weakness.
Lesson is based on premise that students
have learned about cones, cubes, and
rectangular prisms. They have also been
introduced to the formulas of perimeter,
area, and volume.
Students will be provided with a cutout
shape template for each shape. The students
will then assemble the 3-d shapes by
cutting, folding, and gluing them. After
they have finished gluing them they will
begin the mathematical analysis of the
shapes.
Pass out the “Wisconsin Mathematics
Formula Reference Sheets” and briefly
review the formulas.
Explain how to create a table for recording
data. Then, model a table on the board for
the students to copy into their notes.
Have the students estimate the surface area
and volume, in inches, for each of the three
shapes they constructed, and record into
table.
Check answers for correct units.
Next, the students will measure and record
necessary dimensions needed to calculate
actual surface area and volume.
When they are finished, have students
simultaneously share their findings by
working through their formulas on the
board.
Ask the students to share their initial
estimates and what was surprising.
Next, transition into shading by having all
students get out of their seats and collect
required shading materials.
If time allows the students will assemble
their shapes in composition pleasing to
them. They will be given a shading chart
that will guide them in the execution of
drawing the objects and studying how light
strikes the object. This will be done by
using the shading chart to identify values of
shades and then applying those values to
the appropriate part of the drawing.
1.) How will the rectangular prism formula
Questions and/or activities for higher
order thinking: These cannot be answered for volume change if we apply it toward a
by yes or no.
cube?
2.) How does the volume of a cone change
if the height is doubled and the base
remains the same?
3.) Why is it important to look at the object
while drawing it rather than assuming its
appearance?
4.)What effect would moving the light
source have on your drawings or shade on
the objects?
Closure: Verbalize or demonstrate
learning or skill one more time. May state
future learning.
While the students are cleaning up tell
students to keep their shading charts and
formulas.
Ask “What formula do we use to figure out
the volume of a cone?”
Also ask “ If I am holding a light on this
side of an object, which side will have the
most shading on it?”
Before students leave the room they have to
give an exit slip with any questions they
have about the lesson.
Adaptations to meet individual needs:
How will you adapt the instruction to meet
the needs of individual students?
Management/Safety Issues: Are there any Scissors would be the only safety issue,
management and/or safety issues that need make sure students are concentrating and
to be considered when teaching this
staying on task to prevent a cut.
lesson?
Reflection/Future Modifications: To
what extend did the class learn what you
intended them to learn? What will be your
next steps instructionally? What did you
learn about your student as learners? What
have you learned about yourself as a
teacher?